This webinar provides a brief history of ChatGPT and very recent developments in MS Bing and Edge and the launch of Google's Bard. Examples of how ChatGPT can be used and what implications and issues are foreseen are discussed.
Seminar on ChatGPT Large Language Model by Abhilash Majumder(Intel)
This presentation is solely for reading purposes and contains technical details about ChatGPT fundamentals
What is ChatGPT and how can we use it? This is a talk given at Affiliate Summit West -- January 2023 to explain what ChatGPT is and isn't and how we can use it in Search.
All images were created using Dall-e.
Tech adoption for AI ML has been rapidly growing over the globe and ChatGPT is the game changer. Artificial intelligence and Machine learning are uplifting internet era with swift solutions for users. https://www.9series.com/blog/revolutionary-chatgpt/
Seminar on ChatGPT Large Language Model by Abhilash Majumder(Intel)
This presentation is solely for reading purposes and contains technical details about ChatGPT fundamentals
What is ChatGPT and how can we use it? This is a talk given at Affiliate Summit West -- January 2023 to explain what ChatGPT is and isn't and how we can use it in Search.
All images were created using Dall-e.
Tech adoption for AI ML has been rapidly growing over the globe and ChatGPT is the game changer. Artificial intelligence and Machine learning are uplifting internet era with swift solutions for users. https://www.9series.com/blog/revolutionary-chatgpt/
This ChatGPT SEO guide is created to help individuals take advantage of the potential of ChatGPT for SEO. ChatGPT has rapidly gained popularity with over 1 million users registered in just 5 days. This guide provides an in-depth understanding of utilizing ChatGPT to improve your SEO and attain higher search engine rankings.
One thing to keep in mind is that ChatGPT, like all language models, is not perfect and may not always produce the desired results. Therefore, there are several things that businesses should consider before using ChatGPT. Here is a detailed explanation of some of the key limitations of ChatGPT. To know all problems of ChatGPT then visit blog post at https://windzoon.com/blog/chatgpt-for-small-businesses/
This was the training session follow up to the general talk on ChatGPT. This talk has a bit more detail on prompt writing along with the power and limitations of ChatGPT for Marketing.
[DSC DACH 23] ChatGPT and Beyond: How generative AI is Changing the way peopl...DataScienceConferenc1
In recent years, generative AI has made significant advancements in language understanding and generation, leading to the development of chatbots like ChatGPT. These models have the potential to change the way people interact with technology. In this session, we will explore the advancements in generative AI. I will show how these models have evolved, their strengths and limitations, and their potential for improving various applications. Additionally, I will show some of the ethical considerations that arise from the use of these models and their impact on society.
Let's talk about GPT: A crash course in Generative AI for researchersSteven Van Vaerenbergh
This talk delves into the extraordinary capabilities of the emerging technology of generative AI, outlining its recent history and emphasizing its growing influence on scientific endeavors. Through a series of practical examples tailored for researchers, we will explore the transformative influence of these powerful tools on scientific tasks such as writing, coding, data wrangling and literature review.
A journey into the business world of artificial intelligence. Explore at a high-level ongoing business experiments in creating new value.
* Review AI as a priority for value generation
* Explore ongoing experimentation
* Touch on how businesses are monetising AI
* Understand the intent of adoption by industries
* Discuss on the state of customer trust in AI
Part 1 of a 9 Part Research Series named "What matters in AI" published on https://www.andremuscat.com
ChatGPT is a chatbot developed by OpenAI and launched in November 2022.
Useful to all the school and college going
Kindly use ChatGPT to enhance your knowledge
ChatGPT is a cutting-edge language model developed by OpenAI that is changing the way people interact with artificial intelligence. With advanced machine learning algorithms and a highly flexible design, ChatGPT makes it easy to generate human-like text based on a wide range of prompts. Whether you're building a chatbot, composing a report, or creating some creative writing, ChatGPT has you covered. One of the biggest advantages of ChatGPT is its ability to learn from the vast amounts of text data it has been trained on, continuously improving its performance over time. This means that the responses generated by ChatGPT are more accurate and relevant than ever before.
ChatGPT is a highly advanced language model developed by OpenAI. Its ability to understand and respond to natural language input can be a valuable tool for mobile application developers looking to streamline their workflow and improve their app development process.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
This ChatGPT SEO guide is created to help individuals take advantage of the potential of ChatGPT for SEO. ChatGPT has rapidly gained popularity with over 1 million users registered in just 5 days. This guide provides an in-depth understanding of utilizing ChatGPT to improve your SEO and attain higher search engine rankings.
One thing to keep in mind is that ChatGPT, like all language models, is not perfect and may not always produce the desired results. Therefore, there are several things that businesses should consider before using ChatGPT. Here is a detailed explanation of some of the key limitations of ChatGPT. To know all problems of ChatGPT then visit blog post at https://windzoon.com/blog/chatgpt-for-small-businesses/
This was the training session follow up to the general talk on ChatGPT. This talk has a bit more detail on prompt writing along with the power and limitations of ChatGPT for Marketing.
[DSC DACH 23] ChatGPT and Beyond: How generative AI is Changing the way peopl...DataScienceConferenc1
In recent years, generative AI has made significant advancements in language understanding and generation, leading to the development of chatbots like ChatGPT. These models have the potential to change the way people interact with technology. In this session, we will explore the advancements in generative AI. I will show how these models have evolved, their strengths and limitations, and their potential for improving various applications. Additionally, I will show some of the ethical considerations that arise from the use of these models and their impact on society.
Let's talk about GPT: A crash course in Generative AI for researchersSteven Van Vaerenbergh
This talk delves into the extraordinary capabilities of the emerging technology of generative AI, outlining its recent history and emphasizing its growing influence on scientific endeavors. Through a series of practical examples tailored for researchers, we will explore the transformative influence of these powerful tools on scientific tasks such as writing, coding, data wrangling and literature review.
A journey into the business world of artificial intelligence. Explore at a high-level ongoing business experiments in creating new value.
* Review AI as a priority for value generation
* Explore ongoing experimentation
* Touch on how businesses are monetising AI
* Understand the intent of adoption by industries
* Discuss on the state of customer trust in AI
Part 1 of a 9 Part Research Series named "What matters in AI" published on https://www.andremuscat.com
ChatGPT is a chatbot developed by OpenAI and launched in November 2022.
Useful to all the school and college going
Kindly use ChatGPT to enhance your knowledge
ChatGPT is a cutting-edge language model developed by OpenAI that is changing the way people interact with artificial intelligence. With advanced machine learning algorithms and a highly flexible design, ChatGPT makes it easy to generate human-like text based on a wide range of prompts. Whether you're building a chatbot, composing a report, or creating some creative writing, ChatGPT has you covered. One of the biggest advantages of ChatGPT is its ability to learn from the vast amounts of text data it has been trained on, continuously improving its performance over time. This means that the responses generated by ChatGPT are more accurate and relevant than ever before.
ChatGPT is a highly advanced language model developed by OpenAI. Its ability to understand and respond to natural language input can be a valuable tool for mobile application developers looking to streamline their workflow and improve their app development process.
How should our higher education institutions respond to innovations in new AI...Sue Beckingham
Title:
How should our higher education institutions respond to innovations in new AI-based language processing software (like Chat GPT)?
Summary
Education Development staff and units are already receiving enquiries from academics who are concerned about new AI-based language processing software (like Chat GPT) and more recent innovations from Microsoft and Google, using current internet search data. This session will summarise main issues and the most likely developments in this software before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational potential.
Outline
A leading expert on artificial intelligence (AI) and its application to learning, Donald Clark, suggests that the date of ChatGPT’s official release:
“...will go down in history as the day a new wave of innovation around AI was given birth. This will change everything in learning.” (1)
In its own words:
“ChatGPT can understand, generate and respond to human language. It is a sophisticated technology that can help in various applications like chatbot and other language generation tasks.” (2)
ChatGPT became the fastest-growing software application of all time, immediately generating media headlines such as: “Goodbye homework” (The Telegraph) and “AI bot ChatGPT stuns academics with essay-writing skills” (The Guardian)
Academics are running pilots/trials (3) and have already demonstrated that ChatGPT can:
• Write assignments and reports (which can be adapted to communicate to different levels of audience) and achieve pass grades at both undergraduate and postgraduate levels. (4)
• Grade assignments against assessment criteria and produce an appropriate feedback report. (5)
• Write module specifications. (5)
• Produce lesson plans for specified topics. (5)
• Be a useful study aid (6)
• Construct several different drafts on a given topic. (6)
• Produce outlines for essays or reports. (6)
• Write working computer code. (7)
• Produce illustrations from a written description. (8)
ChatGPT’s success and new products (such as Bing from Microsoft and the Bard from Google) raises fundamental questions about its use by students. Will they use it to enhance learning (as ‘study buddy’ or ‘writer’s assistant’) or as a sophisticated plagiarism tool (which cannot yet be reliably detected by tools like Turnitin)?
This session will summarise main issues and the most likely developments in this software (9, 10) before suggesting major steps which every institution could/should take to ensure that we take advantage of its considerable educational affordances and potential “PedAIgogical” impact (11).
References
1. Clark, D. (26/2/23) OpenAI releases massive wave of innovation. At http://donaldclarkplanb.blogspot.com/2023/02/openai-releases-massive-wave-of.html
2. Extract from ChatGPT’s response to the prompt – ‘What is ChatGPT?’
3. Smith, D. (2022) How
A non-technical introduction to ChatGPT - SEDA.pptxSue Beckingham
This presentation provides a brief history and context to ChatGPT, gives examples of what ChatGPT can do, considers the implications and issues and the next steps to consider.
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
As presented on November 28, 2023 at the Christa McAuliffe Technology Conference. Please email me with any comments, questions, or suggestions. Maureen Yoder myoder@lesley.edu
Promoting Academic Integrity in the Age of Generative AI and Contract Cheatin...Thomas Lancaster
These slides look at artificial intelligence, contract cheating and academic integrity, and were delivered to staff at Adelphi University as part of Academic Integrity Awareness week. They include examples showing when generative AI gets things wrong and also suggests ways in which both students and faculty can work with systems like #ChatGPT.
Presented on November 3, 2023 at VermontFest2023. Please send any comments, questions, or suggestions to myoder@lesley.edu
I hope to see you next year!
USING CHATGPT TO GENERATE COMPUTER SCIENCE PROBLEM SETSIJITE
The topic of this paper is the exploration of using ChatGPT as a tool to assist educators in creating
innovative computer science problem sets for programming classes. The motivation for this research stems
from the challenges educators face in continually developing engaging and relevant problem sets that
stimulate students’ critical thinking and align with the evolving landscape of the computer science field. By
harnessing the capabilities of ChatGPT, we aim to provide a solution that can alleviate the burden on
educators and enable them to create dynamic, diverse, and effective learning experiences for their
students.
ChatGPT to Generate Computer Science Problem Sets IJITE
The topic of this paper is the exploration of using ChatGPT as a tool to assist educators in creating
innovative computer science problem sets for programming classes. The motivation for this research stems
from the challenges educators face in continually developing engaging and relevant problem sets that
stimulate students’ critical thinking and align with the evolving landscape of the computer science field. By
harnessing the capabilities of ChatGPT, we aim to provide a solution that can alleviate the burden on
educators and enable them to create dynamic, diverse, and effective learning experiences for their
students.
Generative AI and higher education: key issues for Business Schools and Unive...Alain Goudey
Given in May 2023 at AMBA Annual Conference in Sevilla, Spain, the title of this talk is: Generative AI and higher education - Key issues.
The talk began with an introduction to Generative AI, explaining its basis in machine learning and its ability to generate new content, such as text, images, and music, based on patterns it learns from data. I emphasized the transformative potential of this technology, particularly in the field of higher education and highlighted the heavy news on the topic.
The first key issue discussed was the potential of Generative AI to revolutionize teaching and learning processes. I highlighted how AI could personalize education by adapting to individual students' learning styles and pace, thereby improving engagement and outcomes. The use of AI in automating grading and providing instant feedback was also discussed, with the potential to free up time for educators to focus on more complex tasks.
The second key issue was the ethical implications of AI in education. Concerns were raised about data privacy, as AI systems require large amounts of data to function effectively. I also addressed the risk of AI systems perpetuating biases present in their training data, potentially leading to unfair outcomes for students.
The third key issue was the need for curriculum reform to prepare students for a future where AI plays a significant role. I argued for the inclusion of AI and data literacy in all curriculums, not just those related to technology or business. This would equip students with the skills needed to navigate and succeed in an AI-driven world.
The talk concluded with Q/A and a call to action for the Deans of business schools and universities worldwide. The speaker urged them to embrace the opportunities presented by Generative AI, while also addressing the ethical challenges it poses. They were encouraged to lead the way in integrating AI into their institutions, both as a tool for teaching and learning and as a subject of study in its own right.
The Impact of Artificial Intelligence on Academic Integrity - UC Sen Diego Ac...Thomas Lancaster
How do should educators respond to the continual developments in generative AI and ChatGPT in education? What does this mean for assessment and future strategy? This presentation considers the impact that artificial intelligence stands to make on education and the type of assessments that can be produced. It also gives some ideas as to how to best address this.
Chat GPT and Generative AI in Higher Education - Empowering Educators and Lea...Alain Goudey
If you failed to join us for this inspiring and groundbreaking conference that explores the transformative potential of ChatGPT and generative AI in higher education at AACSB Innovative Curriculum Conference in 2023. This slidedeck brings together some ideas in education, technology, and artificial intelligence to delve into the exciting possibilities that these innovative technologies hold for educators and learners alike.
Discover how ChatGPT and generative AI are revolutionizing teaching methods, enhancing student engagement, and promoting personalized learning experiences. Gain insights into the latest developments in AI-powered educational tools and platforms, and learn how they can help students overcome academic challenges, foster critical thinking, and unlock their full potential.
At NEOMA we are at the forefront of integrating AI into the classroom, and explore successful case studies that showcase the immense benefits of this digital transformation. We also address the ethical considerations, best practices, and strategies for harnessing the power of ChatGPT and generative AI to create more equitable and inclusive educational environments.
Let's embark together on a thrilling journey that will redefine the way we teach, learn, and grow with AI, connect on social networks with me.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Digital Footprints to Career Pathways - Building a Strong Professional Online...Sue Beckingham
This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e-portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
Scaffolding the Effective use of EdTech for Group Assessments.pptxSue Beckingham
Invited speaker for the inaugural TIRIgogy CPD series at the University of Bolton.
Led by Nuran Nahar the Teaching Intensive Research Informed Pedagogy Series for Professional Development can be found here https://sites.google.com/view/tirigogy/events
Using social media safely and appropriately in higher education - A reflectio...Sue Beckingham
In 2013 we developed guidance for using social media for learning which was student facing and that staff could also access to guide their advice to students. The development of the guidance was prompted by an increasing number of requests from academic staff who were concerned about student online behaviours in social media spaces. Most of these requests for help were from staff on professional courses with staff concerns primarily about potentially unprofessional online behaviours. We focused on student guidance for personal responsibility and online safety, followed by broad-brush guidance in how to use social media in learning and teaching. We then developed guidance in three further areas: Using social media for learning; Managing your digital footprint; How to use social media responsibly; and Using social media to enhance your employability. We have updated this guidance a few times in the last 10 years and now in 2023 we have redeveloped the guidance again, giving a thorough overhaul and fresh update. In our presentation we will share our new guidance and discuss what is new and what has stayed the same over the past 10 years.
From monologue to dialogue - Scaffolding multi-perspective and co-constructed...Sue Beckingham
Poster & Pitch Presentation at the AHE Conference #assessmentconf23
Abstract
As educators we want to encourage our students to react to and enact upon feedback given. However for students to benefit from feedback they need to understand the components of feedback literacy (Carless and
Boud, 2018), the value of feedforward (Sambell et al, 2012) and how to connect the dots between different
types of feedback.
Supplementing one-way monologic feedback with interactive and dialogic feedback, provides students with opportunities to make sense of it. Furthermore it provides tutors with feedback on how students negotiate the
meaning of not just the feedback but also the assessment guidance and marking criteria (Bloxham and West, 2007). Being able to ask questions and engage in conversations about their feedback, enable students to take ownership of their own development whilst feeling supported. However we know that students are not always
proactive receivers of feedback (Winstone et al, 2017). Whilst the role of the tutor in this process is important, there’s a place for others to contribute. Yang and Carless’s (2013:287) feedback triangle makes a valuable
connection between the content of feedback, the social end interpersonal negotiation of feedback, and the organisation and management of feedback. Yet unless the student is guided and supported to understand how to recognise the many different ways feedback can be given and develop trust in those giving feedback, they may find it hard to engage with any feedback and the value of ongoing social learning relationships. As McArthur and Huxham (2013) argue, the use of dialogic feedback should be introduced from the start and
become an ongoing practice the students develop confidence in.
The aim of my poster will be to visualise the interconnected components that can impact on the effective use of feedback. Based on an evaluation of practice, a case study of a second-year elective module will be used to demonstrate how scaffolding a variety of feedback mechanisms can help build feedback literacy, provide
clarity of what is expected from students and identify pinch points. During the module ongoing formative feedback is given to students not only by their Tutor, but also their peers and the Clients students work with on an applied project. This includes verbal and written dialogic formative feedback and the integration of peer led
social media and collaborative technologies for interactive and reflective feedback. The outcomes of the students’ final piece of summative assessment are greatly enhanced.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
Engaging in groupwork can have many benefits, but in practice can become fraught with challenges. Students participating in groupwork projects and activities are more likely to succeed if they can meet regularly, feel they are included and belong, and know how they can contribute. The diverse student body include those that commute to university, juggle work and have caring responsibilities. They may have a learning contract or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person meetings. My research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity. Insights from final year students will provide feedback on their experience of how technology has helped them develop effective groupwork skills; and from recent graduates how they now apply these skills in the workplace.
Exploring modality in the context of blended and hybrid education.pptxSue Beckingham
In this session Simon and Sue will present their individual but inter-related work examining modes of learning and mixed-modal education. With reference to Modes of Learning in Higher Education (Beckingham, 2021) and the Subject, Pedagogy and Modality (SPaM) Framework (Thomson, 2022), the session will introduce participants to proposed definitions for learning modes as well as a framework to support the development of mixed-modal curriculum. Drawing upon their own experiences, the presenters will provide examples of where mixed-modal design can be most effective and how such a process can support a future hybrid curriculum underpinned by “sound pedagogical reasons” (Office for Students, 2022) as we move towards an education experience that will ultimately become more blended by default.
Mattering, meaning making and motivation - Building trust and respect through...Sue Beckingham
Making connections, interacting, and learning to collaborate with peers are vital components of the student experience. This may start in person but there are now many more ways that extend both informal and formal learning through the development of multimodal social learning communities. Students are empowered to co-create their own virtual learning places using social media providing valued space to develop a more personalised and inclusive learning relationship; and the choice to interact when and where they choose. Scaffolded by tutors, this can provide support to develop interpersonal communication and cooperation.
This presentation will share suggestions on how social media can support mattering where students build trust and feel significant; steps to ensure they understand what is expected of them in these spaces; and shared experiences where students have learned to work cooperatively, motivating them to achieve the goals they have planned.
A practical approach to amplifying scholarly practice through digital technol...Sue Beckingham
This presentation focuses on approaches individuals can employ to share their teaching excellence in a way that celebrates their contribution, assures recognition, and secures metrics that offer an indication of the works reach, value and impact.
Taking into consideration the broad spectrum of work that can be defined as ‘scholarly practice’ e.g., research informed teaching, pedagogy in and beyond the classroom, and the scholarship of learning and teaching, our presentation illuminates several approaches and demonstrates how they can be used to share these important outputs more widely.
Considering both the benefits and challenges, approaches to the effective dissemination of scholarship will include the innovative use of digital technology, highlight the ‘best’ social media platforms, and draw delegates attention to the award-winning National Teaching Repository.
Sharing real-life examples of scholarly outputs in multiple multi-media based formats (e.g., teaching resources, infographics and audio) we will demonstrate, step-by-step, the dissemination journey that delegates can adopt themselves. In addition to mapping the practical steps, the presentation will highlight how and why sharing one’s scholarship is beneficial, but also why it is important to find and try new ways of sharing.
Using social media safely and appropriately in higher education.pptxSue Beckingham
The almost ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if this advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include: How to use social media responsibly, Managing your digital footprint, Using social media for learning, and Using social media to enhance your employability.
Using social media to create your own professional development and PLN.pptxSue Beckingham
This presentation consider sthe importance as an educator of developing a personal learning network (PLN) and the ways social media can contribute to your own professional development. Drawing upon the weekly Learning and Teaching in HE twitter chat (known as #LTHEchat) as an exemplar, I share what members of this community have valued as participants and for some being volunteer members of the LTHEchat organising team.
Getting to know your students through storytelling.pptxSue Beckingham
Starting university can be a daunting experience. As educators we want all our students to have a sense of belonging, to feel valued and respected. Spending time at the beginning of the academic year to get to know your students, for them to get to know each other, and for them to get to know you is a valuable way to put them at ease.
Cultivating an inclusive learning community develops confidence and students are more likely to engage. My presentation will share some of the activities my first-year students experience and how this contributes to student engagement.
Recommendations from the ground - Student led use of social media to foster i...Sue Beckingham
Prior research has highlighted that whilst engaging in groupwork can have many benefits, in practice it can also present a range of challenges. We know that our diverse student body includes those that commute to university, juggle work and have caring responsibilities; they may have a learning contract; or as international students are listening, learning, and speaking in a second language. All of these can impact on the logistics and success of in-person group meetings, a crucial component of groupwork. This poster outlines the outcomes of a qualitative study with recent graduates and final year students and their personal recommendations to make groupwork more inclusive, supportive and valued. The research will share from the student’s perspective how social media and digital technology can support group cohesion, trust, and productivity; along with suggestions that could help all students better prepare for a multimodal approach to groupwork.
The complex web of social interaction - Expanding virtual and spatial multili...Sue Beckingham
From an early age we learn how to communicate with others and develop an understanding of etiquette and what constitutes polite behaviour and good manners when interacting in person. The term ‘netiquette’ refers to internet etiquette. Welsh and Wright (2010) use the term netiquette as the rules of etiquette in digital communication and DeJong (2013:115) describe netiquette as "a term used for professional and polite practices online".
Students will use multiple ways to communicate with their friends and family in a social context; with peers and tutors throughout their learning and assessment experience; and with potential employers when seeking placements and graduate job opportunities. Communication may be in person or online, be formal or informal. Furthermore the modes of communication used will be multimodal integrating visual, audio, gestural and spatial patterns of meaning (Cope and Kalantzis, 2009). The New London Group (1996:63) coined the term multiliteracies to describe “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity”. There are expectations that students entering university will all have a command of these multiliteracies and the expected rules of netiquette. Moreover they may be judged and assessed on their interactions both in person and online. A significant question is where are they taught these skills and how do we know the students have developed them?
This poster considers a range of literacies required as networked individuals (Rainie and Wellman, 2012), and the need to provide students with guidance on professional social skills and multi literacy support. Drawing upon Miller’s (2015) multi literacies framework for university learning, suggestions for formative activities are given. These focus on six domains of literacy: institutional literacies, digital literacies, social and cultural literacies, critical literacies, language literacies, and academic literacies.
Learning as a Partnership - The Building Blocks of Multimodal Learning Commun...Sue Beckingham
Learning to learn is a lifetime endeavour. Anderson (2016) proposes that aspiration, self-awareness, curiosity, and vulnerability can help us to address new learning curves. Key to this is learning with and from others – learning as a partnership. My keynote will consider the different modes of learning students may experience in higher education and reflect on the importance and value of learning communities for each. I will share the PARTNERSHIP framework I am developing which proposes a collection of building blocks that when considered, can help to scaffold the development of learning communities.
Building a social learning community: Tips and tools for surviving a PhD and professional learning during a pandemic and beyond.
A summary of our fireside chat at #SocMedHE21
Sue Beckingham, Deb Baff, Suzanne Faulkner, Dawne Irving-Bell, Sarah Hallam and Rachelle O’Brien @suebecks @debbaff @SFaulknerPandO @belld17 @Sarah_Hallam @rachelleeobrien
Undertaking independent professional learning or further study such as a PhD or EdD can be an isolating experience. You may be juggling full-time work and studying part-time; have caring responsibilities; studying in person or as a distance learner. Irrespective of study mode, the experience of being a PhD or EdD student is very different to a taught undergraduate or postgraduate degree where a cohort of students study together and follow the same curriculum for the main part of their degree. The PhD experience whilst an individual learning experience, can still open up opportunities for serendipitous conversations. These may occur on campus in the corridor, seminars, guest lectures, in the workplace, during social activities or through attending conferences. However, during the pandemic opportunities for such interactions were curtailed and all contact was shifted online through remote learning. The session will be facilitated through a ‘fireside chat’ where we will share the spaces (tools), places (groups), and resources that have helped us through the pandemic; considering those we will take forward to support our continued journey, those that we will try to incorporate, and those that we are glad to leave behind. This session will provide input to a co-created toolkit which will be shared openly for use and adaptation by others. The toolkit could also be used by individuals undertaking other types of professional development. This might include scholarship, research or study, for example an Academic Professional Higher Degree Apprenticeships, Postgraduate Certificate in Academic Practice or applying for a Senior/Principal Fellowship, SEDA Fellowship, CMALT (Certified Membership of ALT) or other professional recognition scheme.
Recognising the value of interdependence through cooperative active learningSue Beckingham
Presentation at the Practical Pedagogy Conference.
The events of the past 18 months have meant that many educators have had to adapt the way they teach and to undertake this online. For those who had already embraced active flexible learning, the transition online to some extent was made easier. In my session I will share my teaching approaches pre pandemic, during, and my plans for the coming academic year. This will demonstrate how active cooperative learning is an essential component of the student experience and one that complements both individual and competitive learning approaches.
Drawing upon Social Interdependence Theory (Brufee 1993, Johnson and Johnson 2010) I will highlight the conditions that are essential for effective cooperation and how this can help to develop students to become confident lifelong learners who are able to work both independently and collaboratively. I will also introduce the Learning Activity Smörgåsbord and the accompanying resources I am currently developing and seek feedback and further suggestions. This will then be shared with a Creative Commons licence and added to the National Teaching Repository.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. This session:
Please put comments and
questions in the Chat.
• Introducing ourselves
• ChatGPT: very brief history and
context (updated 1/3/23).
• What ChatGPT can do:
examples (new - see previous
ppt for others) and options.
• Implications and issues.
• Next steps.
• Further sources, such as work
by Anna Mills.
3. Sue Beckingham
Sue is a National Teaching Fellow, Principal Lecturer in Digital Analytics and Technologies, and a Learning and
Teaching Portfolio Lead at Sheffield Hallam University.
She is also a Certified Management and Business Educator, a Senior Fellow of the Higher Education Academy, a
Fellow of the Staff and Educational Development Association, and a Visiting Fellow at Edge Hill University.
Her research interests include social media for learning and digital identity, groupwork, and the use of
technology to enhance learning and teaching; and has published and presented this work nationally and
internationally as an invited keynote speaker. She is a co-founder of the international #LTHEchat 'Learning and
Teaching in Higher Education Twitter Chat' and the Social Media for Learning in HE Conference @SocMedHE.
Publications: https://www.suebeckingham.com/p/publications.html
Twitter: @suebecks
Blog: http://socialmediaforlearning.com/
LinkedIn: linkedin.com/in/suebeckingham
Email: s.beckingham@shu.ac.uk
2022
Author of book chapters
4. Peter Hartley
profpeter1@me.com
Now into my 3rd career:
• Career 1: Teaching academic in
Communication Studies: lecturer > dept head >
Professor of Communication.
• Career 2: Educational developer.
National Teaching Fellow.
Head of Ed Development Unit
Professor of Education Development.
• Career 3: Educational consultant.
Visiting Professor at Edge Hill.
External examiner & writer. Working/ed on:
project evaluation; learning spaces; NTF/CATE
mentoring; assessment strategies; visual thinking,
online development/ethical issues re tech (e.g.
applications/implications of ChatGPT); new
SEDA/Jisc Student Partnership Impact Award etc.
https://www.routled
ge.com/products/97
81138854710
http://www.routled
ge.com/books/detai
ls/9780415640282/
https://he.p
algrave.com/
page/detail/
Learning-
Developmen
t-in-Higher-
Education/?
K=97802302
41480
4
PROGRAMME ASSESSMENT
Chapters with Ruth Whitfield in………………………………………………and in ……………………..…
https://www.bloomsbury.
com/uk/success-in-
groupwork-
9781350933491/
2nd edition,
February, 2022
with
Sue Beckingham
and Mark Dawson
Now published:
https://ww
w.springer.c
om/gp/boo
k/97830302
63416
Forthcoming in May 2023.
3rd edition of
https://www.r
outledge.com/I
nterpersonal-
Communicatio
n/Hartley/p/bo
ok/978041518
1075
With
Helena Knapton
And
Susie Marriott
From
Edge Hill University
5. Terminology
• AI = artificial intelligence
the simulation of human intelligence processes by computer systems. SIRI and
Alexa are powered by AI.
• GPT = Generative Pre-Training Transformer.
• Transformer – technical paper from Google in 2017 described the transformer
technology – the “novel neural network architecture based on a self-attention
mechanism” - which is the basis for applications like GPT-3 and ChatGPT.
• OpenAI – Organisation that developed ChatGPT
https://openai.com/blog/chatgpt/ .
• Chat GPT – Software described on next slide.
6. What is ChatGPT*
And who wrote this?
ChatGPT is a computer program that can respond to questions and
provide information on a wide range of topics. You can talk to
ChatGPT as if you were speaking to a knowledgeable friend or a
reference book. It can provide answers, explanations, and
information on topics such as history, science, arts, and current
events, among many others. It can also generate text for tasks such
as writing stories, composing poems, and creating conversations. In
short, ChatGPT is an AI tool that helps people access information
and communicate in a more natural and efficient way.
• See our previous presentation for a (slightly) more technical explanation.
7. The brief history (up to Feb 7, 2023)
• Long history of experiments with computers as text generators, story-
tellers, and ‘chatbots’ (remember Eliza, anyone ...?).
• OpenAI developed improved versions of GPT - GPT-3 received considerable
attention – see Sharples and Perez y Perez (2022).
• ChatGPT is the latest ‘free’ version (more user-friendly) – issued November
2022 - the ‘fastest growing’ online product of all time.
• ChatGPTPlus now available ($20 a month for better, speedier, guaranteed
access, and some additional features).
• Microsoft and Google – both made announcements on February 8 2023.
8. The brief history #2 (from Feb 8 to yesterday, 2023)
The Microsoft way
• Microsoft
• “every product of Microsoft
will have some of the same
AI capabilities ...we'll be
seeing it soon” (1)
• Bing – the new ‘AI-powered
answer engine’
• Edge – the browser with Bing
built in
10. Bing: a few issues and questions
Both these items are screenshots from
this article by Sabrina Ortiz on
zdnet.com, 24/2/23:
11. The brief history #2
(Feb 8 to yesterday, 2023)
The Google way
• Google
• Their language model – LaMDA
• New ‘experimental conversational AI service – Bard.
Example from Google demo. See James Vincent article 8/2/23 at
https://www.theverge.com/2023/2/8/23590699/google-ai-search-features-bard-chatgpt-rival
12. Brief history #3: the new kids on the block
There are other AI services already out there
•https://beta.tome.app/
•Generative storytelling creating presentation slide decks
Tome
• https://elicit.org/
• AI research assistant – find, summarise and extract info from papers
Elicit
•https://researchrabbitapp.com/home
•Add a paper and explore similar work, citations, authors
Research Rabbit
•https://midjourney.com/
•Creates images from textual descriptions
Midjourney
• https://openai.com/dall-e-2/
• Creates images and art from a description
DALL E 2
• See details & links at https://www.producthunt.com/products/lex-4
• Word-processor with GPT-3 built in.
•Lex
13. DALL E 2
Research Rabbit
Image generated by BlueWillow:
Professor struggling to
understand AI language models
15. Other
reactions?
First response from QAA
Selected Quotations ...(new ones in blue)
“Ai won’t replace teachers, but it will replace teachers who can’t use AI.” (2)
“ChatGPT ... it’s an expensive deal with the devil.” (3)
It is “hi-tech plagiarism” (4)
”ChatGPT ... can easily teach classes already” (5)
“Google Panics Over ChatGPT (The AI wars have begun).”(6)
“the myths surrounding AI are so dangerous” (7)
“ChatGPT..received a B to B- grade on the (MBA) exam.” (8)
“I’m encouraging my students to become responsible, aware users of the AI
technologies that will play a profoundly important role over the course of
their careers.” (9)
“What are we actually educating young people for in the future? It's really
important to differentiate human intelligence and AI. (then talking about
‘regurgitating material in exams) ... well ChatGPT can do that pretty well
and it's only getting better every second.” (10)
https://www.qaa.ac.uk/news-
events/news/qaa-briefs-members-on-
artificial-intelligence-threat-to-
academic-integrity
16. ChatGPT text is:
• Grammatical – few or no mistakes spotted
by grammar-checkers like Grammarly.
• Relevant to the topic.
• Plausible – you can ‘fool’ expert readers if
they are unaware of the text origins.
• Worthy of a decent/good academic grade
in some assignments.
17. ChatGPT text – note that:
• It does not ‘understand’.
• May be wrong/inaccurate or ’invented’.
• Is based on estimating the most likely next
word(s) given the overall topic question or
prompt.
• Can mimic different styles of writing or
adapt the text to target a particular
audience.
18. ChatGPT text – note that:
• It has built in biases having been trained
on limited sources
• Is unable to critically evaluate gathered
information
• ChatGPT currently uses data frorm 2021 or
earlier
19. Comparing tools
Google
DuckDuckGo
ChatGPT
Outputs Delivers results as ... Ranked links Full text
Provides details of sources Yes No/possibly
Reliable and truthful Link-dependent Not necessarily
Capacities Can write ‘good’ computer code No Yes
Can construct a story No Yes
Can summarise information No Yes
Can simulate a conversation No Yes
20. Examples
(all responses totally generated by ChatGPT)
Examples we used last time
1. ChatGPT explaining ChatGPT
2. The future of educational
development?
3. Why does ChatGPT sometimes lie?
4. Responding in different styles
5. A more complex question on literary
characters
6. Plan a presentation – expand it –
and evaluate it.
Examples we use today
1. Advantages of ChatGPT?
And any likely pitfalls?
2. The future of educational development?
3. Responding in different styles #2.
4. Refining/improving prompts.
5. Summarise a novel.
6. Cultural understanding?
7. Plan an academic task.
And then evaluate the plan.
21. Some questions you may like
to pose for our examples ...
• Is the ChatGPT text coherent and plausible?
• Can you spot any obvious errors?
• Anything that could be challenged?
• How would you describe ChatGPT’s ‘natural’ use
of language?
• What level is ChatGPT working at?
For example, would you ‘accept’ the text from an
undergraduate or postgraduate student? If so,
what level of student?
22. 1a: Advantages of ChatGPT in 50 or 100 words?
What can Chat GPT offer UK Higher Education?
ChatGPT can offer UK Higher
Education institutions AI-powered
solutions for various tasks, such as
improving student learning
experiences, automating
administrative tasks, and
developing personalized
educational content.
ChatGPT can offer UK Higher Education institutions
a range of AI-powered solutions to enhance their
operations. These may include automated
administrative tasks such as student enrollment,
course scheduling, and grading. ChatGPT can also
help develop personalized educational content,
provide real-time support to students and teachers,
and improve the overall student learning
experience. Additionally, it can assist in research and
data analysis, and provide insights to enhance
decision-making processes.
23. 1b: Negatives of ChatGPT in 100 words: - potential
downsides to the use of ChatGPT in UK HE?
The potential downsides of using ChatGPT in UK Higher Education include
concerns around data privacy and security, as well as issues with bias and
fairness in AI decision-making.
There may also be challenges around transparency and accountability,
particularly in relation to the use of AI-generated content.
Moreover, the implementation of AI solutions may require significant
investments in technology and infrastructure, and may also result in job
displacement or changes to traditional job roles.
Therefore, careful consideration and ethical evaluation should be conducted
to mitigate these risks.
24. 2: Will educational development units in UK Higher Education
become more or less influential in the next decade?
It is likely that educational development units in UK Higher Education will
become more influential in the next decade. The increasing use of
technology in education, including AI-powered solutions, is expected to
create a greater demand for expertise in areas such as curriculum design,
pedagogy, and assessment.
Educational development units have a key role to play in providing support
and guidance to faculty and staff in navigating these changes and ensuring
that pedagogical practices keep pace with technological developments.
Additionally, they are well-positioned to lead the development and
implementation of institutional strategies for digital learning and innovation.
25. 3. What is ChatGPT?
Answer the question in the style of ......
My fellow citizens, let me tell you about ChatGPT.
ChatGPT is an innovative artificial intelligence language model, developed by
the brilliant minds at OpenAI. It has the capability to converse with humans
in a natural language, and learn from the vast amounts of data available on
the internet. It has the power to solve complex problems, generate creative
ideas, and make our lives easier and more productive.
But what is most exciting about ChatGPT is its potential to revolutionize the
way we think about education. With its ability to personalize content and
provide real-time support to students, it can enhance the learning
experience and help us reach our full potential.
So, let us embrace the power of ChatGPT, and work together to unlock the
limitless possibilities it offers for a better future. Thank you.
26. 4. Refining prompts:
advice from ChatGPT on using brackets
One way to use instructions in brackets to improve the quality of responses in
ChatGPT is by providing specific prompts or guidelines for the model to follow. For
example, you could include instructions like "[Provide three examples of]" or
"[Explain the significance of]" to help the model understand the specific task or
question at hand.
In addition, you can also use instructions in brackets to provide additional context or
information that may be helpful for the model. For instance, you could include "[In
the context of 18th century literature]" or "[Drawing on recent scientific research]" to
help the model understand the broader context or background of the question.
By providing clear and specific instructions in brackets, you can help ChatGPT
generate responses that are more relevant, accurate, and useful for the given task or
question. However, it's worth noting that while instructions can be helpful, they may
also constrain the model's creativity and ability to generate unexpected or innovative
responses. As with any language model, it's important to strike a balance between
providing guidance and allowing for flexibility and creativity.
27. 5 . Summary example: summarise the novel 1984 in less
than 100 words.
In George Orwell's novel 1984, the government of Oceania, led by Big
Brother, uses mass surveillance, propaganda, and censorship to
control its citizens completely.
The story follows Winston Smith, a low-ranking member of the ruling
Party who begins to rebel against the oppressive regime. He becomes
involved in a forbidden love affair with a fellow Party member and
joins a subversive organization dedicated to overthrowing the
government.
However, the Party's thought police ultimately capture Winston and
brainwash him into submission, extinguishing his hopes for rebellion
and freedom. The novel is a cautionary tale about the dangers of
totalitarianism and the importance of individual freedom.
28. 6. Plan something and evaluate
The prompt:
Produce a summary plan for a research project investigating
current UK students' wellbeing and academic engagement |
(in less than 100 words).
29. 6b. The Plan – part 1
Title: Investigating UK Students' Wellbeing and
Academic Engagement: A Mixed-Methods Study
Aim: This study aims to examine the wellbeing and academic
engagement of current UK students by exploring their
experiences, attitudes, and behaviours.
Methods: The study will employ a mixed-methods approach,
utilizing both quantitative and qualitative data collection
methods. Quantitative data will be collected through an
online survey, while qualitative data will be collected through
in-depth interviews. Data analysis will involve descriptive
statistics and thematic analysis.
30. 6b. The Plan – part 2
Participants: The study will recruit a sample of current UK
undergraduate and postgraduate students from different
universities and disciplines.
Expected outcomes: The study will provide insights into the
current state of UK students' wellbeing and academic
engagement, as well as the factors that may influence these
outcomes. The findings may inform the development of
interventions and policies to support students' wellbeing and
academic success.
31. 6c. The evaluation
The prompt:
Evaluate this project summary in terms of its likely success
given that it has to be completed in less than 6 months by a
final year undergraduate student who will spend about 20%
of their study time on it
32. 6c. The evaluation – part 1
Completing a mixed-methods research project investigating
UK students' wellbeing and academic engagement in less
than 6 months by a final year undergraduate student who
can dedicate only about 20% of their study time to it can be
challenging. However, the proposed project summary seems
feasible with the given time frame and resources.
The aim, methods, participants, and expected outcomes are
clearly outlined, indicating a well-planned study. The mixed-
methods approach is appropriate to gather both quantitative
and qualitative data, which can provide a more
comprehensive understanding of the topic.
33. 6c. The evaluation – part 2
To increase the likelihood of success, the student needs to
carefully plan the data collection, analysis, and write-up
stages, considering the limited time available. Additionally,
recruiting participants from different universities and
disciplines can be time-consuming, so the student may need
to consider using online recruitment methods and offering
incentives.
Overall, with careful planning and effective time
management, the proposed project summary has the
potential to be successful in achieving its objectives within
the given time frame.
34. 7a. Cultural understanding #1
The prompt
(Use the dialect typical of native Scottish Glaswegians in the
1950s. Use no more than 150 words. Use expressions which
would be acceptable if this was part of a speech to an
audience of local business people at that time)
What are the prospects for Scotland to become an
independent country?
35. 7a. Cultural understanding #1 The response
Richt, folks, let's get doon tae brass tacks. Ah ken ye're aw wonderin'
aboot the chances o' Scotland gainin' independence. Noo, whit ah'm
gonnae tell ye is jist ma ain opinion, mind ye.
Furst up, there's nae denyin' that there's a lot o' support fur the idea o'
independence, especially amang the workin' class. But ye cannae
ignore the fact that it's a complex issue, wi' a lot o' economic and
political considerations. There's also the matter o' whether the UK
government would even allow another referendum.
So, whaur does that leave us? Weel, ah think the prospects fur
independence are certainly no' off the table. But it's gonnae tak' a lot
o' hard work and negotiation tae mak' it happen. An' even then, there's
nae guarantee o' success.
But hey, we Scots are a resilient bunch, eh? So let's keep the heid up
and see what the future holds. Slainte!
36. 7b. Cross-Cultural understanding
The prompt
Would you expect academic staff in the UK to have a different
response to students using ChatGPT compared with their
counterparts in the USA?
37. 7b. Cross-Cultural understanding: the response.
It is possible that academic staff in the UK and the USA may have different responses to students
using ChatGPT, as attitudes and cultural values can vary between different countries and regions.
For example, in the UK, there is a strong emphasis on academic integrity and the importance of
independent learning, and there may be concerns about students using ChatGPT to generate work
that they have not actually written themselves. Academic staff in the UK may therefore be more
likely to view the use of ChatGPT with skepticism and may be more inclined to emphasize the
importance of originality and critical thinking in student work.
In the USA, there may be a greater emphasis on innovation and the use of technology to enhance
teaching and learning, and academic staff may be more open to the use of language models like
ChatGPT as a tool to support student learning and assessment. There may also be a greater focus
on outcomes and results in the USA, and academic staff may be more interested in using ChatGPT
to quickly and efficiently evaluate student work.
Of course, these are generalizations, and individual attitudes and responses will vary among
academic staff in both countries. Ultimately, the response to students using ChatGPT will depend on
a variety of factors, including institutional policies, academic standards, and individual instructor
preferences and priorities.
38. How can/do
university
staff use
ChatGPT
with students?
As a “study aid,”
(description of DNA methylation)
“Virtual teaching assistant”
(see conversation here with ChatGPT)
Grading
Lesson and curriculum planning
Formative feedback
Designing presentations
Listing privacy/safety concerns
39. Students use ChatGPT: 2 new examples
From last time –
Personal Tutor; Study Buddy; Create tests/exams; Language Learning; Summarise Information At
https://youtu.be/VeXKByjBMXw
Undergrad in CS explaining his
strategies
Medical student using ChatGPT, e.g. check
diagnosis; cue cards
https://youtu.be/P5Df0KDSYNM
https://youtu.be/lKmR-pHGxI8
40. Important issues and implications
• Can we reliably identify an AI-
generated text?
• Can we/should we control the use
of ChatGPT and similar software?
• How can we use it positively?
• Do we need an institutional
strategy?
41. More important issues and implications
• How can individual tutors make best
use of it?
• How do we develop ‘critical AI’ skills in
our students (and our staff)?
• What are the key Issues of data
security and privacy?
• Ethics, access and accessibility – which
students can afford the premium
product?
42. Next steps?
Please see the SEDA
website or @Seda_UK for
forthcoming events and
recordings, including an
invited keynote from Mike
Sharples, March 8, 2023.
https://www.seda.ac.uk/
https://twitter.com/Seda_
UK_
43.
44. Sources (repeated from the first webinar)
See at: https://www.slideshare.net/suebeckingham/a-nontechnical-
introduction-to-chatgpt-sedapptx
1.Interview with Satya Nadella, Microsoft CEO
https://www.youtube.com/watch?v=UNbyT7wPwk4
2. Dan Fitzpatrick Thirdbox https://thirdbox.org/
3. John Naughton in The Observer, 4/2/23.
https://www.theguardian.com/commentisfree/2023/feb/04/chatgpt-isnt-a-great-leap-forward-its-an-expensive-deal-with-the-devil
4. Noam Chomsky interview at https://www.youtube.com/watch?v=IgxzcOugvEI&t=789s
5. New York Post, 25/1/23, quoting Pengcheng Shi, Associate Dean in computer dept. At: https://nypost.com/2023/01/25/chat-gpt-could-make-
these-jobs-obsolete/
6. KellyRow at https://www.youtube.com/watch?v=zk1_to-Slbo
7. Web Summit at https://www.youtube.com/watch?v=PBdZi_JtV4c&t=1349s
8. Would Chat GPT Get a Wharton MBA? New White Paper By Christian Terwiesch
At: https://mackinstitute.wharton.upenn.edu/2023/would-chat-gpt3-get-a-wharton-mba-new-white-paper-by-christian-terwiesch/
9. John Villasenor, 10/2/23 How ChatGPT Can Improve Education, Not Threaten it Scientific American
https://www.scientificamerican.com/article/how-chatgpt-can-improve-education-not-threaten-it/
10. Priya Lakhani, CEO, CENTURY Tech 23/2/23 from the Bottom Line Programme - Powered by AI
Available on BBC Sounds at https://www.bbc.co.uk/sounds/play/m001jccc
45. More Sources
Sharples, M. and Pérez y Pérez, R. (2022) Story Machines: How Computers Have Become
Creative Writers. London: Routledge.
See the review at https://leonfurze.com/2022/07/27/review-story-machines-by-mike-
sharples-and-rafael-perez-y-perez/
Anna Mills – as well as her NAIN presentation (see title slide), see her website for some
excellent resources: https://www.annarmills.com
• University of Oxford Centre for Teaching and Learning
Four lessons from ChatGPT: Challenges and opportunities for educators
https://ctl.ox.ac.uk/article/four-lessons-from-chatgpt-challenges-and-opportunities-for-
educators
• Example of student guidance on using AL tools
https://blogs.deakin.edu.au/deakinlife/2023/02/02/what-you-need-to-know-about-
chatgpt-and-other-ai-tools/
• Teaching AI ethics
https://leonfurze.com/2023/01/26/teaching-ai-ethics/
46. New Sources (shared during the webinar)
Thanks to Dustin, David and Lea
Dustin Hosseini
• Anna Mills
How well can AI respond to my assignment prompts?
https://docs.google.com/document/d/1ZbrdqB2xqoOVOdo2OAbk9Osz4_xyG7Xhp2RpeJyWG0g/edit?usp=sharing
Example from sociology of education
https://docs.google.com/document/d/19Gz1EZJi57XsSXdgu0cXWmqXk9X0_v8H1YrWgIagfJ4/edit?usp=sharing
Example from history
https://docs.google.com/document/d/1BAufpoevD7q2HrutbOLeI0qrT0hPCE7v4z3K4ycWQoA/edit?usp=sharing
A collection of sources to stimulate discussion among educators: https://docs.google.com/document/d/1V1drRG1XlWTBrEwgGqd-
cCySUB12JrcoamB5i16-Ezw/edit?usp=sharing
David Walker
• Microsoft Bing is using version GPT3.5. ChatGPT uses GPT3.
https://blogs.microsoft.com/blog/2023/01/23/microsoftandopenaiextendpartnership/
• Jisc guidance on producing AI use guidance
https://nationalcentreforai.jiscinvolve.org/wp/2023/02/14/considerations-on-wording-ai-advice/
• Microsoft has some existing functionality in its Editor tools and ability to summarise but more to come following partnership with
OpenAI: https://www.theverge.com/2023/2/10/23593980/microsoft-bing-chatgpt-ai-teams-outlook-integration
47. New Sources (shared during the webinar)
Lea Sharman
• UCL's official guidance on Chat GPT for staff (Published Feb 2023):
https://www.ucl.ac.uk/teaching-learning/assessment-resources/ai-education-and-assessment-staff-briefing-1
• AI Text Classifier: a fine-tuned GPT model that predicts how likely it is that a piece of text was generated by AI from a variety of
sources, such as ChatGPT.
https://platform.openai.com/ai-text-classifier